Excerpts from this report related to the assessment of and reporting of student learning:

"There are also disturbing signs that many students who do earn degrees have not actually mastered the reading, writing, and thinking skills we expect of college graduates." (p. x)

There is a "remarkable absence of accountability mechanisms to ensure that colleges succeed in educating students." (p. x)

"Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today's workplaces." (p. 3)

"Student achievement, which is inextricably connected to institutional success, must be measured by institutions on a 'value-added' basis that takes into account students' academic baseline when assessing their results." (p. 4)

"There is inadequate transparency and accountability for measuring institutional performance, which is more and more necessary to maintaining public trust in higher education." (p. 14)

"Higher education must change from a system primarily based on reputation to one based on performance. We urge the creation of a robust culture of accountability and transparency throughout higher education." (p. 21)

"We
recommend that America's colleges and universities embrace a culture
of continuous innovation and quality improvement by developing new
pedagogies, curricula, and technologies to improve learning, particularly in
the area of science and mathematical literacy." (p. 25)

Student Outcomes Assessment: What Makes It Work? Assessment Practices & Experiences in the California State University. (1992).
Institute for Teaching and Learning, California State University.
Long Beach, CA.